City University of Hong Kong Information on a Gateway Education Course offered by Department of Chinese and History with effect from Semester A in 2014 / 2015 Part I Course Title: Course Code: Course Duration: Nature in Culture: Representations in Film, Literature, Art, and Music GE2121 One semester Proposed Area: (Please insert 1 for the single primary area, and 2 for the secondary area if applicable. Students will only earn credit units from the primary area.) X Arts and Humanities Study of Societies, Social and Business Organisations Science and Technology No. of Credit Units: 3 Level: B2 Medium of Instruction: Chinese (Cantonese/Putonghua) for the Chinese session and English for the English session for the non-local and non-chinese speaking students. Medium of Assessment: Chinese for the Chinese session and English for the English session Prerequisites: (Course Code and Title) NIL Precursors: (Course Code and Title) NIL Equivalent Courses: (Course Code and Title) NIL Exclusive Courses: (Course Code and Title) Part II NIL 1. Abstract Nature in Culture is an interdisciplinary course that introduces students to human-nature relationship represented in various fields of cultural productions, including film, literature, art, and music. Using a thematic focus on how humans imagine nature, the course will examine how humans see themselves as distinct from or connected with nature in different ways. Students will read literary and 1
philosophical texts, watch films, view art and architecture, and listen to music to analyze their underlying values of nature, referencing specific places and cultures. Students will gain knowledge of the emerging field ecocriticism to identify the cultural roots of ecological problems, recognizing how diverse factors philosophical, religious, aesthetic, socio-economic etc condition cultural interpretation of nature. Through critical writings, online discussions, and group projects, students will engage with their environment to analyze eco-representations, reflect on philosophical and aesthetic values, and propose humanistic solutions to the environmental crisis. 2. Course Aims This course, taught by faculty members from multiple academic units, aims to engage students in critically reflecting on human-nature relationship represented in various fields of cultural productions, including film, literature, art, and music. The interdisciplinary course asks how philosophers, film-makers, poets, writers, musicians, and artists, of various cultures and time periods, imagine and interpret nature in their works. The course will broaden students understanding of ecological issues as having cultural roots, and enable them to analyze those roots in terms of philosophical and aesthetic values, as well as their historical changes. Drawing from the multiple disciplines of philosophy, biology, psychology, religion, anthropology, creative media, comparative literature, art history, architecture, and musicology, the course will integrate students critical thinking with various realms of aesthetic experience, will enhance students innovative and diversity thinking, and will enable them to creatively apply emerging ecocritical concepts in analyzing eco-representations in culture. The course explores the overarching theme of how humans relate themselves to nature through such topics as: ecological crisis and apocalypse, Daoism and the natural course of things, Creation and natural laws, Romanticism and the sublime, landscape poetics, architecture in nature, animals and biophila, and the gendering of nature. Drawing from cases around the world, the course will enable students to have global and comparative knowledge. Drawing from recent eco-conscious expressive productions, including eco-cinema, eco-literature, eco-music, and eco-art, the course will deepen students aesthetic connection with nature, challenge them to embrace environmental ethics critically, and prepare them to discover ways to solve the environmental crisis with creative, humanistic solutions. 3. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs Weighting (if applicable) 1. Identify different modalities of relationship that human form with nature, ranging from seeing/hearing nature as: offering spiritual inspiration through contemplation; manifesting the dao to be at one with; manifesting infinity or God that demands submission; overwhelming that inspires sublime transcendence; the whole in which human is a part; fragmented resources to utilize; an other to be tamed and dominated; romanticized wilderness to explore; embodying gendered identity; to as the collapsing environment to be saved 2
2. Understand and be able to describe how nature imaginations and representations develop from diverse factors philosophy, religion, socio-economic intervention, aesthetic movement, environmentalism, among others and how these factors interrelate through individual human agency; develop curiosity about the processes 3. Analyze aesthetic and creative aspects of nature representations in a variety of expressive productions ranging from films (e.g. Japanese animation film), literary texts (e.g. nature writing from US, Europe, and China), art works (e.g. media art, painting, architecture, and sound art), to musical creations (e.g. European symphony, the Chinese seven-stringed qin music, and popular music) evidenced by the particular formal structures, styles, and thematic elements in each production 4. Apply ecocritical theories, philosophical inquiry techniques, and critical thinking to interpret underlying values of nature in cultural productions across disciplines 5. Compare nature imaginations and representations between cultures and between media of expression, with historical time references 6. Reflect on the diversity of human-nature relationships, the significance of environmental ethics, and humanistic solutions to environmental crisis 4. Teaching and Learning Activities (TLAs) (designed to facilitate students achievement of the CILOs - Some TLAs may address more than one CILO.) TLA CILO No. Hours/week (if applicable) Lectures: CILO 1-3 To introduce essential concepts and theories, and demonstrate analyses, with multidisciplinary and cross-cultural perspectives. Students will also be asked to read critical articles to contribute to discussion. Group and online discussions: To engage students in raising questions actively, to enhance their creative observation, critical thinking, application of theory, and synthesis of knowledge across disciplines. Group project and presentation: Students will be required to choose a topic related to class discussion and do further research on it. Each group s analysis will be structured around cultural products (e.g. a film, a text, a musical piece, or an art work) drawn from different expressive media, applied with interdisciplinary perspective. Multi-media presentation will enhance communication and organization skills. Reflection writing: CILO 3-5 CILO 3-5 CILO 6 Writing personal reflection on values of nature will relate new learning of nature representations to one s own self connection with nature, facilitating creative thinking on proposing what kind of human-nature relationship might help solving real-life, ecological problems related to the environmental crisis. 3
5. Assessment Tasks/Activities (designed to assess how well the students achieve the CILOs Some assessment tasks/activities may address more than one CILO.) Type of Assessment Tasks/Activities CILO No. Weighting (if applicable) Class participation: CILO 1-5 18% Remarks Students will be required to participate actively in class, during Lectures and Tutorials. Their class discussion will involve interacting with comments received from instructor and peers. Online Discussion: Students will be required to participate in discussion on Blackboard through posting questions and response writings, which involve critical reading, application of assigned reading(s), and personal reflection on values of nature. Group project: Students will be required to choose a topic from those discussed in class and do further research on it. Their analysis will be structured around cultural products (e.g. a film, a text, a picture, or a musical piece) drawn from different expressive media. Two kinds of analytical objects will be required: (1) a nature-related expressive artifact collected from surrounding or newly created by students; (2) a comparable artifact that is discussed in Lectures, assigned readings, or reference readings researched by students. Comparative perspectives across disciplines and cultures will be required in the analysis. Reflection on alleviating the environmental crisis will be included. Students will receive progress feedback for their projects from instructor, and will be expected to integrate comments and suggestions received. Group presentation: CILO 3-5, 6 28% CILO 3-6 34% CILO 2-5 20% Students will be required to present their group project to class with multi-media resources, and respond to feedback received in class. 4
6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations Letter Grade Grading Criteria / Grade Point / Grade Definitions A+ / 4.3 A / 4.0 A- / 3.7 Excellent Strong evidence of critical and original thinking about nature in human imagination and cultural representation extensive knowledge of texts, film, art, and music in ecocriticism good organization of course materials and presentation capacity to analyze values and representation of nature with cross-cultural and interdisciplinary approach capacity to synthesize different findings and approaches superior grasp of the various ways that human interpret nature with philosophical and aesthetic means active in discovering nature in the surroundings and in self reflection In-class performance: initiate and participate in discussion actively good pre-class preparation and familiarity with class materials Writing assignments: superior writing ability that effectively uses theories and analytical tools originality and creativity in thesis, supported by convincing evidence and sound arguments, presented in good structure and organization shows understanding of formal aspects of aesthetic expression and representation of nature meaningful reflection on values of nature and humanistic solutions to the environmental crisis Presentation: excellent communication skills, fluent use of multi-media resources in-depth and extensive knowledge of the subject matter, strong analysis of expressive and representation data, presented in good organization originality and creativity in thesis, with cross-cultural and interdisciplinary approach, including meaningful reflections 5
B+ / 3.3 B / 3.0 B- / 2.7 Good C+ / 2.3 C / 2.0 C- / 1.7 Adequate Evidence of critical and original thinking about nature in human imagination and cultural representation general knowledge of texts, film, art, and music in ecocriticism good organization of course materials and presentation sufficient capacity to analyze values and representation of nature with cross-cultural and interdisciplinary approach sufficient capacity to synthesize different findings and approaches grasp of the various ways that human interpret nature with philosophical and aesthetic means ability to discover nature in the surroundings and in self reflection In-class performance: participate in discussion attentively sufficient pre-class preparation and familiarity with class materials Writing assignments: good writing ability that uses theories and analytical tools certain degree of originality and creativity in thesis, supported by evidence and clear arguments, presented in clear structure and organization shows some understanding of formal aspects of aesthetic expression and representation of nature shows reflection on values of nature and humanistic solutions to the environmental crisis Presentation: good communication skills, effective use of multi-media resources general knowledge of the subject matter, sound analysis of expressive and representation data, presented in clear organization some degree of originality and creativity in thesis, with certain cross-cultural and interdisciplinary approach, including reflections Partial evidence of critical and original thinking about nature in human imagination and cultural representation knowledge of texts, film, art, and music in ecocriticism organization of course materials and presentation capacity to analyze values and representation of nature with cross-cultural and interdisciplinary approach capacity to synthesize different findings and approaches grasp of the various ways that human interpret nature with philosophical and aesthetic means ability to discover nature in the surroundings and in self reflection 6
D / 1.0 Marginal In-class performance: limited discussion participation limited pre-class preparation and familiarity with class materials Writing assignments: limited writing ability that does not use theories and analytical tools effectively limited degree of originality and creativity in thesis, supporting evidence is weak and arguments are unclear, presented in confusing structure and organization shows limited understanding of formal aspects of aesthetic expression and representation of nature shows limited reflection on values of nature and humanistic solutions to the environmental crisis Presentation: satisfactory communication skills, ability to use multi-media resources limited knowledge of the subject matter, rudimentary analysis of expressive and representation data, presented in weak organization limited degree of originality and creativity in thesis, with superficial cross-cultural and interdisciplinary approach, reflections are limited Little evidence of critical and original thinking about nature in human imagination and cultural representation knowledge of texts, film, art, and music in ecocriticism organization of course materials and presentation capacity to analyze values and representation of nature with cross-cultural and interdisciplinary approach capacity to synthesize different findings and approaches grasp of the various ways that human interpret nature with philosophical and aesthetic means ability to discover nature in the surroundings and in self reflection In-class performance: inconsistent or in active discussion participation inconsistent or inactive pre-class preparation and familiarity with class materials Writing assignments: insufficient writing ability and use of theories and analytical tools lack originality and creativity in thesis, supporting evidence is weak, arguments are unclear and organization is loose shows marginal understanding of formal aspects of aesthetic expression and representation of nature shows insufficient reflection on values of nature and humanistic solutions to the environmental crisis 7
F / 0.0 Failure Presentation: rudimentary communication skills and use multi-media resources marginal knowledge of the subject matter, confusing analysis of expressive and representation data, presented in loose organization lack originality and creativity in thesis, with ineffective cross-cultural and interdisciplinary approach, reflections are insufficient Insufficient or no evidence of critical and original thinking about nature in human imagination and cultural representation knowledge of texts, film, art, and music in ecocriticism organization of course materials and presentation capacity to analyze values and representation of nature with cross-cultural and interdisciplinary approach capacity to synthesize different findings and approaches grasp of the various ways that human interpret nature with philosophical and aesthetic means ability to discover nature in the surroundings and in self reflection In-class performance: insufficient or no discussion participation insufficient or no pre-class preparation and familiarity with class materials Writing assignments: insufficient writing ability and use of theories and analytical tools insufficient or no degree of originality and creativity in thesis, supporting evidence is weak or irrelevant, arguments are unclear and organization is confusing shows insufficient or no understanding of formal aspects of aesthetic expression and representation of nature shows insufficient or no reflection on values of nature and humanistic solutions to the environmental crisis Presentation: insufficient communication skills, ineffective use multi-media resources marginal knowledge of the subject matter, confusing analysis of expressive and representation data, presented in poor organization insufficient or no degree of originality and creativity in thesis, with ineffective or no cross-cultural and interdisciplinary approach, insufficient or no reflections 8
Part III Keyword Syllabus: Concepts: nature, philosophy, representation, ecocriticism, cross-cultural studies, film and media studies, comparative literature, comparative art and archaeology, musicology, ethnomusicology, eco-film criticism, eco-literature, eco-art, eco-music Genres: film (Japan, Europe, US, China, Korea), nature writing (Tao Qian, Robert Frost, Anne Dillard, Thoreau), media and installation art (Robert Smithson, Christa Sommerer and Laurent Mingnonneau), landscape painting (Caspar David Friedrich, John Constable, Ma Yuan, Wu Yuanzhi), music (Mozart, Beethoven, Sibelius, Greig, Liezi Riding the Wind and Chinese qin music, Lo Ta-yu and Taiwanese popular music) Themes: relationship between humans and nature, nature in crisis and apocalypse, daoism and the natural course of things, Creation and natural laws, Romanticism and the sublime, landscape and soundscape, animals and biophila, the gendering of nature, nature in film, nature in literature, nature in art, nature in architecture, nature in music, environmental ethics, environmental aesthetics Theories: Laozi (Daoism), Immanuel Kant (sublime aesthetics), Aldo Leopold (land ethic and American conservation movement), E. O. Wilson (biophilia), Nancy Guy (Taiwan s Tamsui River and ecomusicology), Lawrence Buell (nature writing and American culture formation), Greg Garrard (ecocriticism), Karl Kroeber (Romantic landscape vision) Activities: Lectures, readings, writing assignments, group activities, online discussion, film watching, art viewing, music listening, nature-related artifact collection or creation Recommended Reading: Text(s): Philosophy, Theories, and Ecocriticism Coupe, Laurence, ed. The Green Studies Reader: from Romanticism to Ecocriticism. New York: Routledge, 2000. The Daodejing of Laozi. Translated, with commentary, by Philip J. Ivanhoe. Hackett Publishing Company, 2003. Garrard, Greg. Ecocriticism. New York: Routledge, 2004. Glotfelty, Cheryll and Harold Fromm, eds. The Ecocriticism Reader: Landmarks in Literary Ecology. Athens: University of Georgia Press, 1996. Leopold, Aldo. A Sand Country Almanac. Reprint. New York: Ballantine Books, 1970. Murphy, Patrick D. Ecocritical Explorations in Literary and Cultural Studies: Fences, Boundaries, and Fields. Lanham: Lexington Books, 2009. Wilson, Edward O., Biophilia. Cambridge, MA: Harvard University Press, 1984. Film Lu H. Sheldon and Mi Jiayan, eds., Chinese Ecocinema: In the Age of Environmental Challenge. University of Washington Press, 2010. Rust, Stephan et al., eds., Ecocinema Theory and Practice. New York: Routledge, 2012. Harper, Graeme and Jonathan Rayner, eds., Cinema and Landscape. Intellect Ltd., 2010. 9
Literature Brennan, Matthew. Wordsworth, Turner, and Romantic Landscape: a Study of the Traditions of the Picturesque and the Sublime. Columbia, S.C.: Camden House, 1987. Buell, Lawrence. The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture. Cambridge, Mass.: Belknap Press of Harvard University Press, 1995. Dillard, Annie. Pilgrim at Tinker Creek. Reprint. Perennial, 1998. Thornber, Karen. Ecoambiguity: Environmental Crises and East Asian Literatures. Ann Arbor: University of Michigan Press, 2012. Art Braddock, Alan C. and Christoph Irmscher eds. A Keener Perception: Ecocritical Studies in American Art History. Alabama: University of Alabama Press, 2009. Kastner, Jeffery, ed. Land and Environmental Art. London: Phaidon, 1998. Kemal, Salim and Ivan Gaskell, eds. Landscape, Natural beauty and the Arts. New York: Cambridge University Press, 1993. Kroeber, Karl. Romantic Landscape Vision: Constable and Wordsworth. Madison, Wis.: University of Wisconsin Press, 1975. Scully, Vincent. Architecture: the Natural and the Manmade. New York: St. Martin s Press, 1991. Music Clark, Suzannah and Alexander Rehding. Music Theory and Natural Order from the Renaissance to the Early Twentieth Century, 2001. Grimley, Daniel M. Grieg: Music, Landscape and Norwegian Identity. Rochester, New York: Boydell Press, 2006. Pijanowski, Bryan C. and Luis J. Villanueva-Rivera, et al. Soundscape Ecology: The Science of Sound in the Landscape. BioScience 61(3): 302-216. von Glahn, Denise. The Sounds of Place: Music and the American Cultural Landscape. Boston: Northeastern University Press, 2003. Online Resources: ASLE: The Association for the Study of Literature & Environment http://www.asle.org/ Ecomedia Studies: Exploring Non-Print Media and Environment http://www.ecomediastudies.org/ Ecomusicology: Music, Culture, Nature http://www.ams-esg.org/ 10